2. Motivating Operation / Establishing Operation
Establishing Operation – makes some stimulus or event more reinforcing
Example (food, drink, break)
Every time you present a reinforcer, it decreases the motivation for the next one (abolishing operation)

3. Tact Discriminative stimulus-SD Tact Outcome/ Consequence
Naming or labeling objects, actions, experiences (what you see, hear, smell, taste, feel)
Label is controlled by contact with something (SD)
Discriminative stimulus-SD
Tact
Outcome/ Consequence
Water fountain
“Water”
“Yes, that is the water fountain.”
Crayon box
“Colors”
“The box has lots of crayons!”

4. Discriminative stimulus
Echoic
Repeating what you hear
Controlled by what is heard
Discriminative stimulus
Echoic
Outcome/ Consequence
Say “drink”
“Drink”
“That’s right!”
Say “red”
“Red”
“It is red!”

5. Intraverbal Conversing or answering questions
Controlled by the verbal behavior of others
Discriminative stimulus
Intraverbal
Outcome/ Consequence
“What do you want to drink?”
“Juice”
“That sounds good.”
Which coloring book do you like?
“Train” or sign train
“I like the train book too. Let’s color in it”

6. Advanced Language Activities
Fill-ins and Reversals
A dog is an ________________________?
A dog has four legs and a ____________ ?
A horse lives in a _________on a _________?
A horse can run _______________?
What can run fast?
A bird has _________.
What has wings?
On rainy days you could use an __________?
When would you use an umbrella?
“Not” Questions
Who is not on a bike?

7. Teaching Intraverbals: Reversals

8. Verbal Behavior Quiz Say “mama” “Show me the fruit”
Wait for child to ask
“What is this?”
“Where did you go last night?”
“Which one do you drive?”
“I want more”
“Point to the car”

9. Verbal and Non-verbal Responses
Echoic
Mand
Tact
Intraverbal
Non-verbal/Receptive
Matching to sample
Receptive discrimination
Motor imitation
Following directions

10. Match to Sample Match identical items (mitten to mitten)
Match similar items (brown dog, brown & white dog)
Match categories (animals and food)

11. Match to Sample Match in an array of 3 and move to larger array
Distracter items start off very different then become more similar
Mitten, car, chicken (more different)
Mitten, glove, hat (more similar)

12. Discrimination Teaching
How many skills depend on discrimination?
Using pictures/visuals
Following directions
Identifying people
Yes/No
And much more

13. Receptive by Feature, Function, and Class (RFFC)
Children need to know more than identification of an object than just its label, they need to learn information about objects such as:
Feature – characteristics of object (e.g., color, size, shape, says quack, wear on your hands)
Function – purpose of object (what do you do with a pencil, what is a cup for, what do you ride on)
Class – category (what is a dog, what is a shirt)

15. Just a couple important aspects of communication for children with ASD
Teaching Communication
Manding
Yes/No
Just a couple important aspects of communication for children with ASD

16. Following Directions and Motor Imitation: What’s the difference?
Emphasis is receptive understanding of verbal request
“Stomp your feet” “Close the door” “Get your coat”
Motor imitation
Emphasis is on modeling the motor behavior of another person
“Do this”

17. First year priorities and beyond
REMINDER: Top 3 Targets for Intervention
Teaching Requesting (Manding)
Social responsiveness
Responsive to requests (eye contact and one-step directions)
Responding to initiations
Imitation Skills
First year priorities and beyond
(Weiss & Zane, 2010)

18. Manding The ability to ask for the things you want or need
Term “manding” comes from Skinner’s Analysis of Verbal Behavior
Oliver Twist

19. Why is Manding Important?
In most children, manding is the first repertoire established (e.g., infant crying to request food)
- yet -
Many students with ASD have not learned to effectively mand to obtain things they want or need
Successful manding reduces behavior problems

20. Specific Reinforce-ment
Manding
Communicate wants and needs
Use the student’s motivation to teach
Student can control the environment
Motivation (MO)
Response
Specific Reinforce-ment
Wants bubbles
Says “bubbles”
Gets bubbles

21. Plavnick & Ferreri (2012)
Used video modeling to teach mands. When children were taught to mand for high preference items, they engaged in lower rates of problem behavior
Antecedent condition
Mand Response
High preference item that required assistance to operate was presented
Help me
High preference item was placed in a transparent container with tight lid
Open this
High preference item was placed on a high shelf
I want ____
Movie was provided without a player
Movie
Child was provided with brief access to a high preference event
Again

22. Requesting for Young Children with ASD can Include Requests for:
Desired items (e.g., “Want train”)
Necessary items (e.g., “I need a spoon”)
Assistance (e.g., “Help please”)
Attention (e.g., “Watch me!”)
Actions (e.g., “Swing me”)
Information (e.g., “What is it?”)
Negative reinforcement – removing something unwanted (e.g., “Go away”, “I need a break”)

23. Requesting
Students are more likely to request if they receive what they asked for
Initially, if the child asks, we give!
As the requesting behavior becomes more established, the concept of waiting can be added

24. Identify Preferred Items, Activities & Routines

25. Determining high preference items to use for Mand Training
In Plavnick & Ferreri’s study, they determined high preference items by observing children in a free play situation and noting which items the children used gestures to gain access to
Example items:
Spinning tops, wind up toys, balloon inflators, balls that lit up when bounced, cars that made noise when pushed, Polly Pocket dolls, Thomas the Train toys, puzzles, building blocks, art supplies, bubbles, candy, potato chips

26. Basic Manding For first words, avoid: Select for first words:
Non-specific or too general (more, please, eat, toy)
Removing aversives (finished, break, go play)
Hard to deliver (swimming, playground, animal)
Hard to remove (lollipop, outside)
Strong motivation
Slow satiation
Specific items*
Easy to deliver
Consumable or removable
Known response form
Reinforced in natural environment
*actual foods, drinks, toys, items, actions or people by name (pretzel, water, push)

27. Teaching Requesting Using Sign Language
Begin with the preferred item present
First opportunity: Provide a freebie while verbally labeling the item, “bubbles”!
Next opportunity:
Model the sign while verbally labeling the item, “bubbles”
Then physically prompt the student to sign for the item; label it again, “bubbles”
Provide the item and label it again, “bubbles”

28. Requesting Train

29. Requesting with PECS

30. Teaching Requesting with a Prompter
The initial stages of PECS training require a silent prompter
Children with limited attention to visual models and/or who have poor imitation skills may also require a prompter to learn signs

31. Requesting Training with a Prompter

32. Fading Prompts
Fade physical prompts to form the sign or to pick up/point to the picture:
Fade from full physical to partial physical prompts
Fade from a partial physical to a time delay prompt
Fade the model of the sign
At first, you model, the student imitates
Later, use time delay (bring up the item and wait before modeling the sign to the child)

33. Teaching Verbal Requesting
Again, the first opportunity is a freebie
The label is provided, “tickle”
Child receives item/activity immediately upon approximating the word

34. Putting it All Together to Teach Requesting: Communication Camp
(Yes, this is Mand Training, but with a name that’s more fun!)

35. What is Communication Camp?
A fun, 2-week adventure where the child develops new skills that will last a lifetime
During the 2-week communication camp, the focus is on establishing opportunities for requesting while teaching the student to initiate communication
This student’s participation in other classroom activities may be temporarily decreased, so that communication can be emphasized

36. Choose Requesting Targets Initially, try to choose 1 target from each quadrant
Foods/Drinks/Snacks:
Chips
Pretzels
Juice
Water
Toys with Multiple Pieces:
Puzzles
Play-doh
Train tracks
Cars
Interactive/Motor Activities:
Tickles
Swinging
Trampoline
“blanket slide”
Spinning in desk chair
Bouncing on therapy ball
Toys Requiring Help:
Bubbles
Balloons
Spinning tops, toys

37. Post Reinforcers

38. After You’ve Chosen approximately Four Requesting Targets…
“Cleanse” the environment. The student only receives access to these items when you are implementing mand training, or when s/he spontaneously requests the item.

39. Schedule Mand Training Sessions
Implement approximately 10 requesting opportunities per “session” across 8-10 sessions per day
this way the child receives opportunities to communicate per day

40. Schedule Mand Training Sessions
4 requesting targets for this student:
bubbles, puzzle, cookie, spin
SCHOOL ACTIVITY
MAND TARGET
WHO WILL IMPLEMENT?
Bathroom
Bubbles
Teacher/Parapro
Table activity
Puzzle
Parapro
Speech
Cookie/Spin
SLP
Circle
Bubbles/Spin
Parapro in hallway
Snack
Cookie
SLP/Teacher
Playtime
Puzzle/Spin
Motor Time
Spin/Puzzle (while using scooter) OT
Bathroom/Pack-up

41. Training and Reminders for Staff

43. Other Considerations for Mand Training Sessions
If the child seems bored or disinterested with any of the items you’ve selected for mand training, switch to another selected item or identify something else to replace it
The child must be motivated to communicate for the item for requesting training to be successful

45. Lena’s Communication Camp Example
Lena high five low attention – Instructional control
Lena automatic reinforcement of words - Echoics
Lena communication camp - Manding
Asking for help candy - Manding

46. Lena’s Communication Camp

47. Lena’s Communication Camp

48. Just a couple important aspects of communication for children with ASD
Teaching Communication
Manding
Yes/No
Just a couple important aspects of communication for children with ASD

49. Why Teach Yes and No YES NO
A child can learn to respond to a wide range of questions to allow others to know what they need or want
Can answer cognitive or academic questions
YES NO

50. Communication buttons for Yes/No

52. Teaching Yes Teaching choice through Yes and No.
Verbal, head nod, picture cards
Often best to start with picture cards
Have favorite foods and a card that says Yes.
Show the child the favored item and ask “do you want it.” When the child reaches, say “Yes” while nodding your head and have the child touch the Yes card. As soon as the child hand touches Yes, give him/her the item.

53. Teaching Yes
Continue to offer the item several more times prompting to touch the Yes card if needed and giving the item as soon as the child touches the card.
End on a positive trial.

54. Teaching No
Teaching No doesn’t start until the child has Yes consistently.
Gather some highly non-preferred items as well as some preferred items.
Show the child a non-preferred item. When the child doesn’t take it or pushes it away, have him touch No, prompting if needed, while saying No and shaking your head.

55. Teaching No
Offer a few more items that they don’t want practicing No before offering a preferred choice.
End on a Yes trial so the child is not frustrated.

56. We will review the action plan at the next meeting.
Go over your action plan with us and get something for your classroom
We will review the action plan at the next meeting.

57. Before you Leave Today What we need to do to finish the day:
See Team Binder –
Module 5 Tab for checklist and folder. Leave all listed forms in the folder on your table.
2. Review your action plan with the START staff

58. Next Steps Next meeting date
March 24th - Module 6: Implementing High Quality Preschool Programming
Collect follow up data for independence, engagement, and social and summarize for the final training date

59. Pink Form
Target Student Reporting Form